Ali Sheykholeslami - Associate professor, department educational sciences, college of psychology and educational sciences, University of Mohaghegh Ardabil, Ardabil, Iran
Nastaran Seyedesmaili Ghomi - Ph.D. of Psychology and Education of Exceptional Children, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
Nasim Mohammadi - Ph.D. of Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabili, Iran

The present study was conducted to investigate the effectiveness of cognitive rehabilitation on the executive functions (behavioral and cognitive regulation) of students with specific learning disorder. The research method was experimental with a pre-test-post-test design and a control group. The statistical population of the research was made up of all the students with specific learning disorder who referred to the learning disorders center of Ardabil in the academic year of ۲۰۲۱-۲۰۲۲, from which ۴۰ students were selected using the available sampling method. Then, they were randomly replaced in the experimental group (۲۰ participants) and the control group (۲۰ participants). The experimental group was exposed to cognitive rehabilitation intervention for ۱۱ sessions. To collect data, the behavioral rating questionnaire of Gioia et al. (۲۰۰۰) was used. The data were analyzed through the analysis of covariance statistical test. The findings showed that cognitive rehabilitation intervention improved executive functions (behavioral and cognitive regulation) in students with specific learning disorder of the experimental group (P<۰.۰۱). Considering the effect of cognitive rehabilitation intervention in students with special learning disorder, schools and counseling centers can use this type of treatment in working with these children to improve their executive functions (behavioral and cognitive regulation).

Cognitive rehabilitation, Executive Functions, specific learning disorder